“Data exchange” service offers individual users metadata transfer in several different formats. Citation formats are offered for transfers in texts as for the transfer into internet pages. Citation formats include permanent links that guarantee access to cited sources. For use are commonly structured metadata schemes : Dublin Core xml and ETUB-MS xml, local adaptation of international ETD-MS scheme intended for use in academic documents.
Autorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)
Dozvoljavate samo preuzimanje i distribuciju dela, ako/dok se pravilno naznačava ime autora, bez ikakvih promena dela i bez prava komercijalnog korišćenja dela. Ova licenca je najstroža CC licenca. Osnovni opis Licence: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/deed.sr_LATN. Sadržaj ugovora u celini: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/legalcode.sr-Latn
Academic metadata
Doktorska disertacija
Društveno-humanističke nauke
Univerzitet u Nišu
Filozofski fakultet
Departman za srpski jezik
Other Theses Metadata
Engaged drama in teaching practice
[К. М. Petrović]
328 str.
Biografija autora: str. 328;
Bibliografija: str. 317-327.
Datum odbrane: 13.07.2021.
Metodology of Teaching Literature
Božić, Snežana 1974- (mentor)
Milutinović, Dejan (član komisije)
Pejčić, Aleksandar (član komisije)
Kaličanin, Milena (član komisije)
Janjić, Marina (član komisije)
Closer look into the usual methodological procedures in the interpretation
of dramatic texts in literature classes leads to the conclusion that it
is necessary to innovate this process, so that the dramatic text impacts
students at its full capacity. With this goal, and based on what teaching
drama and drama pedagogy have come to, this paper offers several new
methodological strategies that innovate the process of teaching drama
in the classroom and further illuminate its socially engaged potential.
The four parts of the paper deal with: the concept of engaged drama, the
position and potential of drama in teaching (with an emphasis on modern
drama theories and approaches), new teaching methods are proposed and
finally, it offers several methodological applications in which proposed
methodological strategies are applied.
Given the multiple meanings of the term engaged drama, we deal
with the works of authors who shed light on this syntagm in theoretical
explanations or implicitly try to influence social reality (in dramatic
texts) - Plato and Aristotle, Shakespeare, Sartre, Ibzen, Brecht, Beckett,
Pinter, and Serbian writers – Sterija, Nušić, Kovačević, Simović, Popović.
In order for students to actively and enthusiastically participate in
the teaching process, the ideological postulates of this paper are based
on the work of pedagogues and educators such as Paulo Freire, Dorothy
Heathcote, Martha Nussbaum, Augusto Boal, Susan Keen and others.
With the proposed methods named: drama in context, actualization
of the plot, defense of the character, character in the present day, problem
setting and letter writing explained in the third part of the paper,
students nurture and develop “narrative empathy”, critical reasoning and
contextualization of the text, as well as all-round involvement in resolving
social and moral controversies represented by drama and beyond it.
Several methodological applications are offered in which the proposed
methods are used without disturbing the established course of the lesson
Data on Doctoral Dissertation
which fulfills all educational and functional goals and achieves the
desired outcomes.
Angažovana drama, Drama u nastavi, Dramska pedagogija,
Kritička pedagogija, Kritičko mišljenje, Dramsko obrazovanje,
Narativna empatija, Nastavna metodologija
Engaged drama, Drama in teaching, Drama pedagogy, Critical
pedagogy, Critical thinking, Drama education, Narrative empathy,
Teaching methodology
371.3::82.09-2(043.3)
H 004; H 330; H 390
Serbian
43890697
Tekst
Closer look into the usual methodological procedures in the interpretation
of dramatic texts in literature classes leads to the conclusion that it
is necessary to innovate this process, so that the dramatic text impacts
students at its full capacity. With this goal, and based on what teaching
drama and drama pedagogy have come to, this paper offers several new
methodological strategies that innovate the process of teaching drama
in the classroom and further illuminate its socially engaged potential.
The four parts of the paper deal with: the concept of engaged drama, the
position and potential of drama in teaching (with an emphasis on modern
drama theories and approaches), new teaching methods are proposed and
finally, it offers several methodological applications in which proposed
methodological strategies are applied.
Given the multiple meanings of the term engaged drama, we deal
with the works of authors who shed light on this syntagm in theoretical
explanations or implicitly try to influence social reality (in dramatic
texts) - Plato and Aristotle, Shakespeare, Sartre, Ibzen, Brecht, Beckett,
Pinter, and Serbian writers – Sterija, Nušić, Kovačević, Simović, Popović.
In order for students to actively and enthusiastically participate in
the teaching process, the ideological postulates of this paper are based
on the work of pedagogues and educators such as Paulo Freire, Dorothy
Heathcote, Martha Nussbaum, Augusto Boal, Susan Keen and others.
With the proposed methods named: drama in context, actualization
of the plot, defense of the character, character in the present day, problem
setting and letter writing explained in the third part of the paper,
students nurture and develop “narrative empathy”, critical reasoning and
contextualization of the text, as well as all-round involvement in resolving
social and moral controversies represented by drama and beyond it.
Several methodological applications are offered in which the proposed
methods are used without disturbing the established course of the lesson
Data on Doctoral Dissertation
which fulfills all educational and functional goals and achieves the
desired outcomes.
https://phaidrani.ni.ac.rs/detail_object/o:1742?tab=0#mda
